Action Research On The Application Of Story Situational Teaching In Small Class Mathematics Collective Teaching Activities

Under the background of the new curriculum reform,teachers began to use a large number of mathematics teaching methods with outstanding situation,which injected vivid and rich contents into collective teaching activities,and brought fresh and abundant vitality to collective teaching activities.It stimulates children’s interest in learning and promotes their cognitive ability.However,through the analysis of the collected data,it is found that the research on situational teaching of stories is rare.The purpose of this study is to explore the feasibility of the application of story situation teaching in small class mathematics collective teaching activities through reflection and action cycle in the course of action research,so as to understand the influence of story situation teaching on young children.This paper analyzes the application strategies of story situational teaching in small class mathematics collective teaching activities,and provides feasible teaching suggestions and guiding strategies for first-line teachers to carry out this kind of teaching.The subjects of this study are two small class children in a public demonstration garden in Pudong New District of Shanghai,one of whom is an experimental class and the other is a control class.The control class carries out routine mathematics activities under the background of the subject,while the experimental class is divided into two groups,which revolve around the set.In this paper,three core concepts of mathematics,such as combination and pattern,number concept and operation,graphics and space,are selected to carry out collective teaching activities.Through the action research process of three action cycles and six small action cycles,the research conclusions are drawn around the research problems.The results show that it is feasible to apply storytelling situational teaching to small class mathematics collective teaching activities,and the development level of children’s mathematics cognition and interest in mathematics are obviously improved.The effective application of story situation teaching in small class mathematicscollective teaching should be based on the choice of story situation content.The design of the story situation teaching and the implementation strategy of the story situation teaching begin with three aspects: firstly,the selection of the story situation content should accord with the small class mathematics core experience,and should accord with the age characteristic of the young child.Secondly,the content of the story should be adapted and deleted in the design of situational teaching.At the same time,in the implementation of the story situation teaching,The researchers think that there are five methods to be used for reference: one is to implement the material according to the story context,the other is to establish the role play according to the story situation,the third is to use the game to activate the story situation,and the fourth is to use music to render the story situation.Fifth,the use of three-dimensional teaching aids to demonstrate the situation of the story.Based on the conclusion of the study,this paper puts forward the following suggestions: firstly,in kindergarten,we should pay attention to the important value of story situational teaching in kindergarten mathematics teaching activities,and provide theoretical and technical support for teachers to carry out story situational teaching activities.And strengthen home cooperation;Secondly,kindergarten teachers themselves should enhance their ability to develop the teaching resources of story situation,enhance their teaching ability and enhance their own professional growth.